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Journal of School Psychology|August 14, 2015
The stability of elementary school contexts from kindergarten to third gradeAmy E Lowenstein, Sharon Wolf, Elizabeth T Gershoff, et al.Prevention Science : the Official Journal of the Society for Prevention Research|November 6, 2003
Factorial invariance in preventive intervention: modeling the development of intelligence in low birth weight, preterm infantsFrank R Lawrence, Clancy BlairChild Development|March 27, 2007
Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergartenClancy Blair, Rachel Peters RazzaDevelopmental Psychology|September 14, 2018
Does early executive function predict teacher-child relationships from kindergarten to second grade?Rachel D McKinnon, Clancy Blair, Proceedings of the National Academy of Sciences of the United States of America|June 19, 2019
A hypothesis linking the energy demand of the brain to obesity riskChristopher W Kuzawa, Clancy BlairLearning and Instruction|February 4, 2017
Moderating effects of executive functions and the teacher-child relationship on the development of mathematics ability in kindergartenClancy Blair, Rachel D McKinnon, Psychoneuroendocrinology|April 24, 2017
Moderate within-person variability in cortisol is related to executive function in early childhoodClancy Blair, Daniel J Berry, Developmental Psychobiology|December 19, 2007
A biological window on psychological developmentJean-Louis Gariépy, Clancy BlairPerspectives on Psychological Science : a Journal of the Association for Psychological Science|July 15, 2015
How to Make a Young Child Smarter: Evidence From the Database of Raising IntelligenceJohn Protzko, Joshua Aronson, Clancy BlairDevelopmental Psychobiology|October 27, 2004
Physiological and neuropsychological correlates of approach/withdrawal tendencies in preschool: further examination of the behavioral inhibition system/behavioral activation system scales for young childrenClancy Blair, Rachel Peters, Doug GrangerPageof 18